metaphorical models of reading

metalinguistic

proficiencies

transition words

chronological

elicit

chart

schemata

SQ3R Survey question read recite review

Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning,

Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. (Brown, 2007.P.8)

Traditional and contextualizzed orientations to teaching and learning.

Classroom life is what techers and learners make it. AT the same time, classroom life is what they make of it and what it makes them.

Yang :Teachers and learners work together to create a certain kind of classroom life, and this classroom life , in turn, also shape the teachers and learners.

language as a medium of learning.

A good language teaching should cooperate content culture thinking and language learning.

Learn through the language.

The teacher should help students to develop their acdemic expertise.

A good teacher should first and foremost be a good language learner.

The teacher is the most important motivational factor in the classroom.

The teacher should develop students' discourse competence, 

The art of teaching does not lie in accessing a checklist of skills but rather in knowing which approach to adopt with different students, in different curricular circumstances or in different cultural settings.

reciprocal

conceptualizing

rhetorical

expertise

transferable

punchline

brochure

dictogloss

jigsaw

spatial

chronological

semitic

futuroscope

priorize

burnout

Not necessarily.

schemata

teachers' role 

we want students to learn through Language .

language thinking content and culture together .

language is a medium of thinking .

language is a conveyor of content.

Learn to use the language in certain contexts properly.

language is a socializing process.

environment

Needs Analysis

Necessities:required kno

lacks:present knowlege 

wants：

Principles

Content and sequencing

repetition

argumenting

theme-based instruction

encompasses

domain

formative assessment

summative assessment

metacognition

paradigm

authenticity

washback :wash forward

proficiency tests

placement tests

aptitude tests

alternative assessment

perceptive

imitative

dicto-comp

scenarios

aggregate

prodded,jostled

paradigm

biased

fuzzy

portfolio

trolley

spinal 

cake mix

portfolio assessment

As a teacher, when you design a course, you have to consider the activity and the assignment you use

Be  an owner of the textbook, not a slave.

DO not Depend on One book.

最高深的教学就是让学生忘记英语学习时语言教学。

语言教学就是写作教学。

根据学生的需求设计课程。

bloom的目标分类。

doctoring myself, nice topic

vocabulary

structure

1st line 

last line

teachers

learners

materials/curriculum

traditional/contextualized

add or delete content

do not depend on one book

take multiple books

use online resources

an area of knowledge

rules

simple to difficult

make meaningful language

What is grammar?

We are teaching grrammar in order to help students make meaning language and not as an end in itself.

What is the purpose of learning grammar.

By thinking of grammar as a skill to be mastered, rather than a set of rules to be memorized, we will be helping students go a long way toward the goal of being able to accurately convey meaning in the manner they deem appropriate.

How to teach grammar?

Inductive or deductive approach.

A story-based grammar teaching

spoken form

written form

word parts

form-meaning connection

concept and reference

association

lexical chunks